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uses the words during four or five different lessons and so fixes
them better in his mind. In such a case, in order to cover all the
questions eventually, the teacher can ask in one lesson all the first
questions for each word, then the next lesson he can ask all the
second questions, whilst the third lesson he can ask all the third
questions, or he can adopt the system of just asking those questions
marked with a cross.
The whole of the above system also applies to classes of very fast
students who are fast, not through natural ability, but because they
have studied English well before. The system applies, of course,
only to the point where the student might begin to slow down. At
this point he should be asked all the questions and have his number
of revisions increased.
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How to explain the meaning of words
When the teacher uses a word, inside or outside the classroom, that
the student does not understand, and of which the teacher does not
know the translation, he should explain the word through the Direct
Method technique. With a word like "shiver" he can shiver, and tell
the student we do this when we are cold or afraid. With the word
"umbrella" he could say it is an object we carry above our heads
when it rains. With the word "soul" he could say "When Mr. Brown
dies, we put (not bury) his body in the ground. His body remains
there, but his soul goes to heaven (or to hell)." If the Callan Method
is given correctly, the teacher should never need to resort to this
kind of thing in the lesson, but it might be necessary when talking to
the student outside the lesson.
How to speak to students in simple English
If, when having to explain something to the student outside the
lesson, the teacher speaks the student's own language, there is no
problem, although he should always try to speak to the student in
English in order to give the student extra practice. If, however, the
teacher does not speak the student's own language, he should use
very simple English. He should use only those words found in
Stages 1, 2, 3 and 4 of the Method with just a sprinkling of other
words. He should avoid all idiomatic expressions, such as "I can't
stand a lot of noise" or "I can't put up with children". He should
say "I do not like a lot of noise" or "I like children, but they make
me tired". If he is speaking to a student from a Latin country, he
should search around for words of Latin origin that can be found in
the English language, the so-called "long words". In the case of the
above sentences, he could have used the word "tolerate" for the
words "stand" or "put up with". Instead of saying "tired" he could
have used the word "exhausted".
English is a mixture of European languages, both North and South.
It is a mixture of German, Scandinavian, French, Latin, Greek and
bits and pieces of other languages. For many words in English there
are one or two others with similar meanings, e.g. "begin, start,
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commence". A German would understand "begin" without
difficulty, as in German it is "beginnen", whilst a Frenchman or an
Italian would understand "commence", as in French it remains
practically the same, and in Italian it is "cominciare". It is the same
with "end, finish" and "terminate".
When the teacher, therefore, is speaking to a student, he should, if
possible, pick English words that have their roots in the student's
own language. It is surprising how one can communicate with so
few words. The teacher should, of course, speak slowly and clearly,
and separate his words carefully. He should repeat everything
twice, and, if necessary, in different ways, e.g. "The lesson will
finish at 8 o'clock. The lesson will end (terminate) at 8 o'clock."
Even when speaking to non-European students, the above
techniques can often still be used, as the students might already have
studied some Germanic or Latin language besides English.
Difficult questions to answer
Some questions in the more advanced stages of the Method might be
a little difficult for a student to answer, as they might deal with
things about which the student has no opinion. In such cases, the
teacher should not try to force an answer out of the student; he
should only insist on having an answer or an opinion when he can
see that the student is capable of giving it, or when he can see that
the student is just being lazy or does not want to make a fool of
himself in his answer.
How to teach with two books
Sometimes, through a teacher being ill or absent, it is necessary for a
school to put together two courses which are on different pages in
the book. The system to adopt in such a case is for the teacher to
have two books open in front of him, one book at the page Course A
is on, and the other at the page Course B is on, and to ask the
students from one course the questions from one book and the
students from the other course the questions from the other book.
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The teacher should ask the questions from each book alternately
instead of asking all the students from one course their questions
altogether. In this way he will prevent boredom and distraction.
When giving Readings and Dictations, he will have to choose them
from the book of the less advanced course, which means that the
advanced course will already have done them. As there is nothing
that can be done about this, the teacher should explain and apologise
to the advanced students.
Teaching from two books can be beneficial for both courses. When
the teacher puts a question to a student from the less advanced class,
it serves as extra revision for the students of the more advanced
class; whilst when asking an advanced student a question, there will
be only about one word in it that the less advanced students do not
understand.
How to give Provas
At a private school, before a student goes into a course, he is given a [ Pobierz całość w formacie PDF ]
